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vi Contents
5-3 The Importance of Play in Social Self-Assertion 132

Development 123 Self-Initiator 132
5-3a Stages of Social Play 125 5-4 Observing Social Development in Play 134
Negative Play or Nonplay (Unoccupied 5-4a Anecdotal and Running Records 134
Play) 125
5-4b Checklists 134
Onlooker Play 125
5-4c Observing Infants and Toddlers in Social
Solitary Play 126 Play 135
Social Attention Play (Parallel Play) 126 5-5 Helping all Children with Social
Associate Play (Associative Play) 126 Development 135
Collaborative Play (Cooperative Play) 126 5-5a Children with Challenging Behavior 135
5-3b Types of Cognitive Play 127 5-5b Disabilities and the Social
Functional Play 127 Environment 136
Constructive Play 127 5-5c Children with Autism 137
Dramatic Play 127 5-5d Culture and Social Interactions 138
Games with Rules 127 Helping Professionals for Social Development
Concerns 138
5-3c Social Competence and School
Readiness 128 Sharing with Children and Families 139
5-3d Young Children and Social Studies 128 Other Methods 139
5-3e The Need for a Selfless Society 129 Plans: Chapter 5, Week 4 139
Self 130 Answers for Exercise on Page 116 139
Self-Gratification 131 Answers for Exercise on Page 128 140
Related Readings 140
6 Using Frequency Counts to Look at Emotional Development 141

6-1 Using Frequency Counts 142 Shyness, a Form of Fear 155
6-1a Using the Frequency Count to Document Sadness and Shame 156
Frequently Occurring Behaviors 143 6-2d The Development of Conscience 157
6-1b Using Frequency Counts to Measure The Absence of Joy 157
Prosocial and Antisocial Behavior 143
6-3 Helping Children with Emotional
6-1c How to Find the Time 147 Expression 158
Using Technology 147 6-3a The Emotionally Secure
What to Do with It 147 Environment 159
6-2 Looking at Emotional Development 148 6-3b Executive Function 159
6-2a Temperament 148 6-3c Challenging Behavior 161
6-2b Socialization of Emotional Bullying 162
Responses 149 6-3d Behaviors that Warrant Concern
6-2c Core Emotions 149 for Emotional Development 163
Joy, Love, and Happiness 150 What works? 164
Children under Stress 151 6-4 Helping All Children with Emotional
The Resilient Child 151 Development: Infants and Toddlers 166
Anger and Aggression 152 Sensory Integration 166
Accidental 154 Self-Regulation 166
Expressive 154 6-4a Emotional Development of Dual
Language Learners 167
Instrumental 154
6-4b Emotional Development of Children
Hostile 154
with Disabilities 167
Fear 155
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Contents vii
Helping Professionals for Emotional Concerns 168 Plans: Chapter 6, Week 5 168
Sharing with Children and Families 168 Answers for Exercise on Page 142 169
Other Methods 168 Related Readings 169
7 Using Conversations to Listen to Language and Speech 171

7-1 Using Conversations to Listen to Language 7-4 The Teacher’s Role in Language
and Speech 172 Development 190
7-1a Listening as the Foundation 7-4a Facilitating Language 190
for Language Development 172 7-4b Elicited Conversations 191
7-1b Informal Observations of Language 173 7-4c “Teacher, Be Quiet” 191
Listening to Language Play 173 7-4d Language Role Models 191
Environments for Conversation 174 The Tester 192
7-1c Child Interviews 174 The Helper 192
Structured Interviews 175 Use Your Words” 192
Diagnostic Interviews 176 How Would You Like It if She Did That
Facilitated Conversations 176 to You?” 192
Observing during Dialogic Reading 177 Incorrect Grammar, Slang, and Lazy
7-1d Documenting Children’s Language 178 Articulation 192
Voice Recording Children’s Language Tone and Volume 192
Development 178 7-4e Language and Literacy Connection 193
Confidentiality Issue 179 7-4f Language and the Common
7-1e How to Find the Time 179 Core 193
Using Technology 179 7-5 Helping All Children with Language
Development 194
What to Do with It 180
7-5a Observing the Developing Language
7-2 Listening to Speech 180
of Infants and Toddlers 194
7-2a Receptive Language: Listening 180
7-5b Dual Language Learners 194
Learning to Listen 181
7-5c The Quiet Child 196
Speech 182
7-5d Children with Differing Abilities in Regular
7-2b Expressive Language 183 Classrooms 197
Stuttering 183 Helping Professionals: When to Seek Help for Speech
7-3 Language Development 185 and Language 197
7-3a Language Acquisition Theories 186 Sharing with Children and Families 198
7-3b Language Progression 187 Other Methods 198
Beginning Communication 187 Plans: Chapter 7, Week 6 198
7-3c Functions of Language 188 Answers for Exercise on Page 172 198
Social and Nonverbal Language 189 Related Readings 200
7-3d Dual Language Learners 189
8 Using Time Samples to Look at Attention Span 201

8-1 Using Time Samples 202 Design and Arrangement 206
8-1a Measuring Attention Span with Time Interest and Avoidance 206
Samples 203 New Activities 207
8-1b Don’t Use Time Samples for Infants Friends’ Choices 207
and Young Toddlers 205
Reluctance to End Activities 207
8-1c Factors Influencing Children’s Attention
Difficulty Paying Attention 208
Span 206
viii Contents
8-1d How to Find the Time 209 8-4b Stages of Cognitive Development 221
Using Technology 209 Infancy—Sensorimotor Stage (Birth to
What to Do with It 209 24 Months) 221
8-2 Looking at Approaches to Learning 209 The Preoperational Stage (Two to
Seven Years) 223
8-2a It Begins with the Brain 210
Concrete Operational Stage (7 to 11 Years) 225
What Research Tells Us 211
8-5 Vygotsky and Social Interaction’s Role
8-2b Attention 212
in Cognition 227
8-2c Memory 213
8-6 Helping All Children with Attention 227
New Experiences Form Memories 213
8-6a Observing Attention Span in Infants
Information Processing System 213 and Toddlers 227
Recognition and Memory 213 8-6b Mental Processing Differences 227
8-2d Multiple Intelligences Attention Deficit 228
and Hemisphericity 215
Autism Spectrum Disorder 228
8-2e Positive Approaches to Learning 216
Learning Disabilities 230
Enthusiasm and Engagement 216
Perception 230
Curriculum Approaches to Learning 216
8-6c Cultural Differences in Approaches
Learning Dispositions 217 to Learning 231
Role Models 217 Helping Professionals for Attention Concerns 231
8-3 Playful Curriculum 218 Sharing with Children and Families 232
8-4 Piaget and Cognitive Development 219 Other Methods 232
8-4a Kinds of Knowledge 220 Plans: Chapter 8, Week 7 232
Social Conventional Knowledge 220 Answers for Exercise on Page 205 232
Physical Knowledge 220 Related Readings 234
Logico-Mathematical Knowledge 220
9 Using Standardized Measurements to Look at Cognitive Development 235

9-1 Using Standards and Tests as a Way 9-3 Looking at Play and Cognitive
of Knowing 236 Development 246
9-1a The Standards Movement 236 9-3a Play and Vygotsky 247
9-1b Early Childhood and the Common 9-3b Cognitive Development: Math, Science,
Core 238 Engineering, and Technology 248
9-2 World of Tests 239 9-4 Observing Developing Mathematical
9-2a Standardized Tests 239 Concepts 249
9-2b Recent History of Standardized Testing 9-4a Mathematical Concepts
in Early Childhood 241 in the Curriculum 250
9-2c Critics of Standardized Tests on Young 9-4b Mathematics Standards in the Common
Children 242 Core 253
The Child 242 9-4c Mathematics and Literacy 253
The Test 242 9-4d Block Play as the Foundation
for Learning 254
Uses of the Test 243
9-5 Observing Developing Scientific
9-2d What’s a Teacher to Do? 244
Concepts 254
If You Have to Administer a Standardized
9-5a Science Concepts in the
Test 244
Curriculum 256
9-2e How to Find the Time 245
Health and Nutrition 257
Using Technology 245
Life Science 257
What to Do With It 246
Physical Science 257
Contents ix
Earth and Space Science 258 Equity and Access 264

Environmental Awareness 258 Privacy and Protection 264
Children and Nature 258 9-6e Assessing Other Developmental Areas
Engineering 259 While Observing STEM Activities 264
9-5b Documenting Science Learning 259 Large Muscle Development 264
9-5c Experiencing Science through Play 259 Small Muscle Development 264
9-6 Young Children and Technology 260 Self-Care Skills 264
9-6a Technology in the Early Childhood Literacy and Language 265
Classroom 260 9-7 Helping All Children with Cognitive
9-6b Young Children and Screen Time 261 Development 266
9-6c The Digital Classroom 261 9-7a Assessing the Cognitive Development
of Infants and Toddlers 266
Devices 261
9-7b Effects of Culture and Poverty on School
Digital Cameras 261
Achievement 266
Projectors 262
9-7c Children with Cognitive Disabilities 267
Audio and Video Recording Devices 262
Inclusion 268
Tablet Computers 262
Technology and Special Populations 268
Smart Phones 262
9-7d Children Who Are Talented
Software 262 and Gifted 268
Connectivity 262 Helping Professionals for Cognitive Concerns 269
Internet Research and Video Sharing with Children and Families 269
Conferencing 263
Other Methods 269
9-6d Concerns about Early Childhood
Plans: Chapter 9, Week 8 269
and Technology 263
Answers and Discussion for Exercise
Screen Time 263
on Page 255 269
Content 263
10 Using Rating Scales to Look at Literacy 272

10-1 Using the Rating Scale 273 Reading in the Early Grades 288
10-1a Rating Scale Examples 276 10-3c Common Core State Standards
10-1b How to Find the Time 277 for Literacy 289
Using Technology 277 10-4 Learning to Write 290
What to Do With It 277 10-4a Stages of Writing 291
10-2 Looking at Literacy 278 Scribbling 291
10-2a Importance of Literacy 278 Drawing 292
10-2b Literacy-Rich Environment 280 Making Letters 293
10-2c The Play–Literacy Connection 280 Name Writing 293
10-2d Literacy in the Digital Age 281 Organizing Print 294
Literacy and Computers 282 Writing to Read 295
Electronic Books 283 Journal Writing 295
10-3 Learning to Read 285 Conventional Writing 296
10-3a Elements of Learning to Read 285 10-5 Literacy Assessment 296
Vocabulary 287 10-5a Observing Literacy Development in
Infants, Toddlers, and Preschoolers 297
Reading Fluency 287
10-5b Observing and Assessing School-Age
10-3b Approaches to Teaching Reading 287
Children’s Literacy 297
Reading to Inspire the Love of Reading 288
x Contents
10-6 Helping all Children with Literacy 300 Helping Professionals for Literacy Concerns 303
10-6a Physical Disabilities and Literacy 300 Sharing with Children and Families 303
10-6b Learning Disabilities and Literacy 300 Other Methods 303
10-6c Literacy and Children Who Are Plans: Chapter 10, Week 8 303
Dual-Language Learners 301 Related Readings 303
11 Using Work Samples to Look at Creativity 305

11-1 Using Work Samples to Observe a Child’s Modeling 324
Development 306 Describing 324
11-1a Work Samples to Document 11-3c Using Self-Portraits to Know
Development 308 the Child 325
11-1b Other Work Samples for the 11-3d Observing Creativity in Infants
Portfolio 308 and Toddlers 326
11-1c Collaborating with Colleagues About 11-4 Other Creative Media 327
the Significance of Work Samples 309
11-4a Music and Movement
11-1d How to Find the Time 312 Development 327
Using Technology 312 11-4b Sensory Experiences 329
What to Do with It 312 11-4c Blocks as a Creative Medium 330
11-2 Looking at Children’s Creative Stages in Block Play 331
Development 313
Stage I: Carrying, Filling, and Dumping (Under
11-2a Creativity and Cognitive Two Years) 331
Development 314
Stage II: Beginning Block Building (Two to
11-2b Benefits of Creativity 315 Three Years) 331
11-2c Reggio Emilia and Children’s Stage III: Bridging (Three Years) 331
Literacies 316
Stage IV: Enclosures (Three and Four
11-2d Representations of the Project Years) 332
Approach 317
Stage V: Patterns (Four Years) 332
11-2e Assessing Creative Program Goals 318
Stage VI: Naming Structures (Four to
11-3 Children Drawing 318 Six Years) 332
11-3a Stages of Children’s Drawing 319 Stage VII: Reproducing True-Life Structures
Stage I: Mark-Making Stage (Birth to (Five Years and Up) 332
Two Years) 319 Uses of Block Play 332
Stage II: Scribbling Stage (Two to 11-4d Using Technology Creatively 332
Four Years) 319
11-5 Helping All Children with Creativity 334
Stage III: Preschematic Stage (Four to
11-5a Giftedness: Creative and Cognitive
Seven Years) 320
Development beyond Expected Levels 334
Stage IV: Schematic Stage (Seven to
11-5b Cultural Diversity 335
Nine Years) 321
11-5c Ability Diversity 335
11-3b Talking with Children About Their Creative
Work 321 Helping Professionals for Creative
Art 336
Complimentary 322
Sharing with Children and Families 336
Judgmental 323
Other Methods 336
Valuing 323
Observing Creativity with Other Recording
Questioning 323
Methods 336
Probing 323
Correcting 323
Psychoanalyzing 323
Contents xi
12 Using Technology for Documentation of Dramatic Play 338

12-1 Using Technology for Documentation 339 Associative Dramatic Play 353
12-1a Types of Technological Media Cooperative Dramatic Play 353
for Observing and Recording 340 12-3 Dramatic Play and Development 353
Photography 340 12-3a Developmental Domains Observed
Audio Recording 342 in Dramatic Play 354
Video 343 Creative 354
Computers and Scanners 344 Intellectual 354
12-1b Ethical Use of Technology Emotional 355
Documentation 345 Social 356
12-1c Media as Documentation for Other Areas Language and Literacy 357
of Development 346
Executive Function 357
12-1d How to Find the Time 348
Physical 358
12-3b The Role of the Teacher in Dramatic
12-2 Looking at Dramatic Play 348 Play 358
12-2a Dramatic Play at Various Ages 349 12-3c Other Methods for Observing
Infancy 350 Dramatic Play 360
Young Toddlers 350 12-4 Helping All Children with Dramatic Play 361
Older Toddlers 350 12-4a Cultural Differences in Dramatic Play 361
Preschoolers 350 12-4b Socioeconomic Differences
Young School-Agers 351 in Dramatic Play 362
12-2b Types of Dramatic Play 351 12-4c Differing Abilities and Dramatic Play 362
12-2c Play Stages in Dramatic Play 352 Helping Professionals for Play Concerns 363
Onlooker Stage 353 Sharing with Children and Families 363
Solitary Dramatic Play 353 Other Methods 364
Parallel Dramatic Play 353 Plans: Chapter 12, Week 11 364
Related Resources 364
Using Documentation for Child Abuse Suspicions and Looking

13 at Self-Concept 365
13-1 Using Documentation for Child Abuse 13-1f Next Steps 374
Suspicions 366 Legal Process of Reporting 374
13-1a The Abusers 367 When the Hotline or Law Enforcement Agency
13-1b Responsibilities of Early Childhood Is Called 374
Professionals to Prevent Child Abuse 369 Do Not Discuss Suspicions with the Family
13-1c Physical and Behavioral Indicators or the Child 375
of Abuse 369 13-1g Diversity and Child Abuse 377
Reasonable Cause to Suspect 369 Cultural Differences 377
The Child’s Appearance 369 Different Abilities 378
Behavior Indicators 369 What to Do with the Information 380
The Child’s Description or Disclosure 371 Using Technology 380
Circumstantial Evidence 371 13-2 Looking at Self-Concept 380
13-1d Teachers as Reporters 372 13-2a Development of Self Concept 381
Teacher Support 372 The First Year 381
13-1e Recording Any Indicators The Second Year 382
of Maltreatment 373
xii Contents
Older Preschoolers 382 Emotional 392

Early School-Agers 383 Speech and Language 392
13-3 Looking at Self-Esteem 384 Memory and Attention Span 392
13-3a The Origins of Self-Esteem 386 Cognitive 393
13-3b Self-Esteem High/Low, Helpful Literacy 393
or Not? 386 Creativity 393
13-3c Families and Schools That Build Adjustment to a New Setting 393
Self-Esteem 387
13-4b Why Not Ask? 394
13-3d Sex-Role Identity and Self-Esteem 388
13-5 Helping All Children with Self-Esteem 394
13-3e Racial/Ethnic Identity
13-5a Culture, Race, and Self-Esteem 394
and Self-Esteem 389
13-5b Disabilities and Self-Esteem 394
Independence or Interdependence? 390
13-5c Child Maltreatment
13-4 Observing Self-Concept
and Self-Esteem 395
and Self-Esteem 391
Helping Professionals for Child Abuse
13-4a Self-Esteem Revealed in Developmental
and Self-Esteem Concerns 396
Domains 391
Separation 391
Other Methods 396
Self-Care 391
Physical 392
Social 392
14 Using Program Assessments to Look at Children in Groups 399

14-1 Assessing Early Childhood Programs 400 Assessment of Practices in Early Elementary
14-1a Families Evaluate a Program for Goodness Classrooms (APEEC) 408
of Fit with Their Needs 402 High/Scope—PQA High/Scope Program Quality
14-1b Observing the Setting 403 Assessment 409
14-2 Program Assessments 403 Rating Observation Scale for Inspiring
Environments (ROSIE) 410
14-2a Total Program Evaluations 404
National Health and Safety Performance
Quality Rating and Improvement Systems
Standards (2012) 410
(QRIS) 404
14-2c Staff Performance Assessment 410
Accreditation 405
14-2d Assessing the Environment 410
NAEYC Center Accreditation 405
Playground Safety 411
NACCP Program Accreditation 407
14-2e How to Find the Time 412
NECPA Program Accreditation 407
Family Child Care Accreditation 407
School-Age Program Accreditation 407
14-3 Looking at the Adjustment of the Child
Home-Visiting Program Accreditation 407
to the Program 413
14-2b Special Focus Instruments 407
14-3a Child’s Reactions to the Program 413
Early Childhood Environment Rating Scale,
14-3b Behavioral Indicators of Comfort 415
3rd edition (ECERS-3) 408
14-3c Looking at the Program through the
Infants and Toddlers 408
Child’s Eyes 416
Family Child Care Environmental Rating Scale
Child–Adult Ratios 416
(FCCERS-R) 408
The Make-Up of the Peer Group 416
School-Age Care Environment Rating Scale
(SACERS) 408 Chronological Age Groups 417
Assessing Quality in The Early Years: Continuity of Care 417
Early Childhood Environment Rating Scale Mixed-Age or Multi-Age Groups 417
(ECERS-E), 4e 408 The Size of the Group 417
Contents xiii
Infants (Birth to 18 Months) 418 Physical 426

Toddlers (18 Months to 3 Years) 420 Social 426
Preschoolers (Three- to Five-Year-Olds) 421 Emotional 426
Early School Age 422 Cognitive 427
Whole-Group Times 422 14-4c Expulsions and Suspensions 427
14-3d Questionable Value of Common 14-5 Helping All Children in Group Settings 428
Practices 423 14-5a Children with Disabilities 428
Calendar Time 423 14-5b Infants and Toddlers Adjust to Group
Show and Tell 423 Settings 429
Whole-Group Time 423 14-5c English Language Learners in Group
Waiting Time and Transitions 424 Settings 430
14-4 Effects on Children in Group Settings 424 Helping Professionals for Program Evaluation
and Support 430
14-4a Curriculum Models 424
Evidence-Based Curriculum 425
Other Methods 431
Developmentally Appropriate Curriculum
Models 425 Plans: Chapter 14, Week 13 431
14-4b Developmental Effects on Children Related Readings 431
in Group Settings 426
Using the Portfolio for Communications with Families and Looking

15 at the Child’s Interactions with Adults 432
15-1 Communications with Families 433 Community Agencies 448
15-1a Family Involvement 433 The Child 448
15-1b Guide for All Communication 15-2b Formal Sharing Portfolio
with Families 435 Documents 448
Personal 435 Progress Reports 449
Descriptive 436 A Positive and Negative Example 451
Positive 436 Tips for Progress Reports 453
15-1c Ethical Responsibilities to Families 437 Child Study 453
15-1d Types of Written Communication 437 Template for a Progress Report and Child
Family Handbook 438 Study 454
Newsletters 439 What to Do with the Progress Report or Child
Study 455
Happy Notes 441
Family Conferences 455
Documentation Panels 441
Tips for Family Conferences 456
Traveling Journals 441
Conferences with the Child 456
Technology 441
Family Conferences When a Problem Is
Email 442
Suspected 457
Blogs 442
Documented Observations 457
Websites 442
Review Developmental Guidelines 457
15-2 Using Portfolios for Progress Reports
Confer with the Team and Your
and Child Studies 443
Supervisor 457
15-2a What’s In The Portfolio and Who Can
Approach the Family 457
See It? 443
The Meeting 458
What Is Not in the Portfolio? 446
The Discussion 458
Who Can Read the Portfolio? 446
The Decision 458
Families 447
Follow-Up 458
Practitioners 448
xiv Contents
Documentation 458 Teaching Logical Consequences 464

15-2c What to Do with It? 459 15-3c Adult Intervention of Problem
The Portfolio 459 Behavior 464
Class Files 460 Possible Causes of Problem Behavior 464
Reflective Journal 460 15-4 Helping All Children through Home and School
Communications 466
15-2d How to Find the Time 461
15-4a Children from Diverse
Backgrounds 466
15-3 Looking at the Child’s Interactions
15-4b Children with Special Needs 467
with Adults 461
Helping Professionals for Home and School
15-3a How Observation and Recording Aids
Communications 467
Child–Adult Interactions 461
15-3b The Teacher’s Role in Child
Guidance 462 Other Methods 467
Preparing the Environment 463 Plans: Chapter 15, Week 14 468
Cultivating Realistic Expectations 463 Related Readings 468
Glossary 469
References 474
Index 489
Preface
Week by Week is a documentation system guidebook for students and practitioners in early
childhood education who work with infants through second-grade children. Each chap-
ter has two main parts: the documentation method (“Using the Observation Method”)
and the child development overview (“Looking at Child Development Domain”) The
purpose is to organize and plan intentionally, week by week, to build a Portfolio for each
child, filling it with various pieces of evidence that document the child’s development and
behavior. Week by Week presents a manageable plan that will help gather documentation
on all the children in the class or group, in all the developmental areas.
Over the years, Week by Week has been used in a number of ways:
●● Students in early childhood teacher preparation programs use the text for a course
in techniques of documentation.
●● Students in both associate degree and bachelor degree programs use the text for
child development study and in field experiences.
●● Students sometimes use this text in master’s teaching preparation programs.
●● Classroom teachers use this text as a tool to help them organize their observations
into meaningful Portfolios that document their children’s development.
●● Practitioners use this text in Head Start, Even Start, child-care, and nursery-school
settings.
How This Book Came to be Written

My original idea for the book was to share my system of child observations with prac-
titioners like myself. As a preschool teacher, I was overwhelmed trying to document
all children in all developmental domains, so I broke it down into weekly assignments
for myself. As my teaching venue changed from the preschool classroom to the college
classroom, the book became a textbook. The result is Week by Week, which describes a
year-long systematic plan for teachers to document each child’s development by form-
ing an extensive Portfolio of each child’s progress in all areas of development. It has been
well received by students, and it is my hope that they will keep the book and renew their
acquaintance with it when they have a classroom of their own. Then the full Week by
Week plan will take on new meaning.
Week by Week for Students. As a college textbook, this book will be used for 13,
15, or 16 weeks. Each week, you will be introduced to a different method and given one
assignment to practice that method. If you are in a field placement for the whole semester,
you can incorporate the Week by Week plan as you participate in the classroom activi-
ties. If you are taking a course in observation methods, you can make weekly visits just
for observation, or you may be able to plan three or four longer visits and do several of
the practice assignments during each visit. In either of these two plans, you will miss the
day-to-day interactions. This is just for practice—a simulation of what you will be do-
ing when you have a classroom of your own. CAUTION: Seeing children intermittently
makes it impossible to draw decisive conclusions about their development. Also, it is im-
portant not to talk specifically about a child, teacher, or program by name when you are in
your college classroom, dorm, or out with friends. Confidentiality is a part of the ethical
responsibility of professionals. You will practice this recording method by following the
plans at the end of each chapter. You or your instructor may need to modify this depend-
ing on your field placement situation.
xv
xvi Preface
Week by Week for the Practitioner. Maybe you used this book in your col-
lege class and now have your own classroom. Or perhaps you found this book and
decided to make a commitment to better organize your contributions to each child’s
Portfolio. The full week-by-week plan is inside the back cover, guiding you in observ-
ing each child at least three times in each developmental domain, using appropriate
tools to document your observations. You observe, you assess, you plan, you imple-
ment, you observe, you assess, you plan. Remember that when you are totally respon-
sible for the classroom, you will have to steal moments to write things down. That is
the biggest hurdle to observing and recording. For help with this, note especially the
“How to Find the Time” sections in each chapter. To achieve the goal of gathering a
fairly equal amount of documentation on each child, use various methods and revisit
developmental areas three times over a school year. This organizational system can be
used to ensure that you are gathering an approximately equal distribution of Portfolio
documentation on all children.
The teacher using the Week by Week system will gain skill in using various methods
of recording observations, and will be reviewing child development and good teaching
practices. Knowledge of child development, observation methods, and curricula are not
separate from each other, but interdependent. One must know what to look for to be a
good observer, and mindful teachers make decisions based on what they see. The Week
by Week system will enable the teacher to document important information about each
child, information that is usable for measurement and reporting, as well as accurate and
objective.
New to This Edition

●● This new edition includes current issues and new research to make the text as up-to-
date and relevant to students and practitioners in the field. There is a discussion
of the Common Core and its implications for early childhood education, focus on
the importance of play on all areas of development, how the emphasis on STEM
(science, technology, engineering and mathematics) can be incorporated into
the early childhood curriculum, and advocacy for the authentic assessment of
observation over testing.
●● Forms for observations. The forms discussed in the text are now provided throughout
and are also available as Professional Resource Downloads with MindTap. (See the
Supplements listing on pages xx-xxii for more information about MindTap.) This
allows students and practitioners to begin developing or adding to their personal
library of professional tools they use in the classroom.
●● Standards. Every profession has established ideals by which it operates. Week by
Week is a professional development tool, so the professional standards relevant
to the content in each chapter are listed in abbreviated form at the beginning of
each chapter. In this book, that includes NAEYC’s Standards for Early Childhood
Professional Preparation (2011), Program Standards (2014), and Developmentally
Appropriate Practice guidelines.
●● Learning Objectives. Education is the change that takes place in knowledge, skills and
attitudes. In order to measure that change, benchmarks are set as goals to achieve.
The major sections in each chapter are now organized around specific objectives that
the student will attain by mastering the chapter content.
●● Reorganized content. Most of the content from the sixth edition is contained in
this edition, but may be slightly moved around. This reorganization has made
Week by Week more intentional in its focus. In early childhood education,
we understand the importance of good beginnings. The content labeled as the
“Introduction” in the sixth edition is now more appropriately called Chapter 1.
We feared calling it an introduction made it seem less important, and more
Preface xvii
likely to be skipped over, than an actual chapter. The contents of the new
Chapter 1 set up the entire text by providing the rationale for using observation
and recording as authentic assessment and describing how to institute the
Week by Week plan to document children’s development. It explains why the
various methods described in the text are useful and how to use this book.
Chapters 2–15 now present various observation methods and developmental
domains. (These were chapters 1–14 in previous editions.) The content that
previously made up a very brief Chapter 15 is now integrated into the new
Chapter 15 in the seventh edition.
●● Key Terms defined in the margins. The terminology associated with any profession
is an important aspect of the field. Definitions of key terms now appear in the
margins across from where the term first appears in the text, which assists the reader
by providing definitions close to the context in which the term is found. No more
flipping to the back of the book for definitions.
Enduring Features
The following popular features appeared in the previous edition and have been main-
tained in the seventh edition. Many have been updated and revised.
Exercises. This feature occurs periodically within the book, designed to personal-
ize the concepts, involve the reader, and focus attention on what follows. You are in-
vited to think about and write the answers to these exercises to build connections with
the content. When applicable, answers to the questions can be found at the end of the
chapter.
It Happened to Me. Vignettes of my classroom experiences are scattered through-

out the book. There are millions that got away because I never wrote them down! These
anecdotes illustrate points about child development and mistakes I have made that taught
me what not to do. They are not all positive ones, but are included because we often learn
best from our mistakes. I hope you will begin to collect your own stories that have taught
you lessons about teaching and life.
Topics in Observation. Within each chapter there is a separate section that gives
insight into a topic related to child development or observation. This is to stimulate your
thinking about an issue or a concept to deepen knowledge.
Home Visiting. While many who use this textbook are or will be classroom teach-
ers, the field of home visiting for the purpose of supporting, involving, and educating
family members has grown nationwide. Some of you may find employment in this grati-
fying aspect of early childhood education; so where it is applicable, I have inserted sec-
tions from that viewpoint, assisted by friend and colleague Mary Haust, an expert in
this field.
Emphasis on Using Technology for Observation. Almost everyone has a cell

phone that takes photos, creates and stores text documents, and accesses the Internet.
With each new advance in technology come never-dreamed-of applications. To some,
using cell phones and hand-held computers in the classroom seems problematic, but
their use, not abuse, can be one more tool for teachers.
Helping Professionals. When working with children and families, teachers are
often the resource or intermediary between people who need specialized advice/services
and the professionals and agencies that provide such help. This section is included at
xviii Preface
the end of each chapter to acquaint the reader with the types of specialists to whom the
teacher may refer the family.
Sharing with Children and Families. This feature, also at the end of each chap-
ter, provides some ideas about talking with families about the child in the developmental
domain highlighted in that chapter. This is included to illustrate how the teacher can talk
with families about the child (students should refrain from doing this unless directed by
their instructor.)
Other Methods. Each developmental domain can be observed and recorded us-
ing various methods. These are mentioned at the end of each chapter as a reminder
that there are some methods better suited for some developmental domains than
others.
Related Readings. This listing of helpful books and articles on selected topics is
included at the end of the chapters. These are books or websites that may be useful in fur-
ther exploration of a chapter’s topics.
References. At the back of the book is a complete alphabetical bibliography of all the
extensive references used to substantiate the content of the book and give credit to ideas
and concepts.
Instructor and Student Supplements

MindTap™: The Personal Learning Experience
MindTap for Nilsen’s Week by Week, Seventh Edition, represents a new approach to
teaching and learning. A highly personalized, fully customizable learning platform
with an integrated electronic portfolio, MindTap helps students to elevate thinking by
guiding them to:
●● Know, remember, and understand concepts critical to becoming a great teacher;
●● Apply concepts, create curricula and tools, and demonstrate performance and
competency in key areas in the course, including national and state education
standards;
●● Prepare artifacts for the portfolio and eventual state licensure, to launch a successful
teaching career; and
●● Develop the habits to become a reflective practitioner.
As students move through each chapter’s Learning Path, they engage in a scaffolded
learning experience, designed to move them up Bloom’s Taxonomy, from lower- to
higher-order thinking skills. The Learning Path enables preservice students to develop
these skills and gain confidence by:
●● Engaging them with chapter topics and activating their prior knowledge by watching
and answering questions about authentic videos of teachers teaching and children
learning in real classrooms;
●● Checking their comprehension and understanding through Did You Get It?
assessments, with varied question types that are autograded for instant feedback;
●● Applying concepts through mini-case studies—students analyze typical teaching and
learning situations, and then create a reasoned response to the issue(s) presented in
the scenario; and
●● Reflecting about and justifying the choices they made within the teaching scenario
problem.
Preface xix
MindTap Moves
Students Up Create
Bloom’s Revised
Taxonomy Evaluate
Analyze
Apply
Understand
Remember & Know

Anderson, L. W., & Krathwohl, D A taxonomy for learning, teaching, and
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
MindTap helps instructors facilitate better outcomes by evaluating how future teach-
ers plan and teach lessons in ways that make content clear and help diverse students learn,
assessing the effectiveness of their teaching practice, and adjusting teaching as needed.
MindTap enables instructors to facilitate better outcomes by:
●● Making grades visible in real time through the Student Progress App so students and
instructors always have access to current standings in the class;
●● Using the Outcome Library to embed national education standards and align them
to student learning activities, and also allowing instructors to add their state’s
standards or any other desired outcome;
●● Allowing instructors to generate reports on students’ performance with the click of a
mouse against any standards or outcomes that are in their MindTap course; and
●● Giving instructors the ability to assess students on state standards or other local
outcomes by editing existing or creating their own MindTap activities, then by
aligning those activities to any state or other outcomes that the instructor has added
to the MindTap Outcome Library.
MindTap for Nilsen’s Week by Week, Seventh Edition, helps instructors easily set their
course since it integrates into the existing Learning Management System and saves instructors
time by allowing them to fully customize any aspect of the learning path. Instructors can change
the order of the student learning activities, hide activities they don’t want for the course, and—
most importantly—create custom assessments and add any standards, outcomes, or content
they do want (e.g., YouTube videos, Google docs). Learn more at www.cengage.com/mindtap.
Online Instructor’s Manual with Test Bank

An online Instructor’s Manual accompanies this book. It contains information to assist
the instructor in designing the course, including sample syllabi, discussion questions,
teaching and learning activities, field experiences, learning objectives, and additional
online resources. For assessment support, the updated test bank includes true/false,
multiple-choice, matching, short-answer, and essay questions for each chapter.
xx Preface
PowerPoint Lecture Slides

These vibrant Microsoft PowerPoint lecture slides for each chapter assist you with your lecture
by providing concept coverage using images, figures, and tables directly from the textbook.
Cognero
Cengage Learning Testing Powered by Cognero is a flexible online system that allows you
to author, edit, and manage test bank content from multiple Cengage Learning solutions;
create multiple test versions in an instant; and deliver tests from your LMS, your class-
room, or wherever you want.
Acknowledgments
My thanks and love to my family, who are my biggest supporters, my friends Carol and
Marsha, who love me like a sister, my colleagues near and far who dedicate themselves to
the care and education of America’s children, and to the students who teach us something
new every day.
Sincere appreciation to Mark Kerr, who believes in my work; Kassi Radomski and the
staff at Cengage and MPS Limited for their assistance, patience, and creativity in putting
my ideas into reality. A special “thank you” to the reviewers who provided valuable feed-
back and helped to shape the final work:
Majory Ayala, Kennedy-King College

Brandy DeBottis, Tompkins Cortland Community College
Jamie Harmount, Ohio University Chillicothe Campus
Nancy Johnson, Southwestern Community College
Juliana Raymond, Jefferson Community College
Karen Singer-Freeman, SUNY Purchase College
Bernadette Towns, Bakersfield College
Catherine Twyman, Daytona State College
Camilla Weiberg, Mission College
Ellen White, Mt. Hood Community College
About the Author

Barbara Ann Nilsen taught in the early childhood classroom, then in the college class-
room and online as professor and chair of the Teacher Education and Early Childhood
Department at SUNY Broome Community College in Binghamton, New York. She retired
from that role in 2006. She had extensive experience teaching online courses, held leader-
ship roles in community, state, and national involvement in early childhood education, and
worked with community colleges for program improvement. She was also the grant director
of a statewide online course collaborative and the Early Learning Opportunities federal
project for Building Brighter Futures for Broome. The author received her EdD in Early
and Middle Childhood from Nova University (now called Nova Southeastern University)
in Fort Lauderdale, Florida. She has been active in local, state, and national early childhood
professional development initiatives such as New York State Career Pathways, New York
State Children’s Program Administrator Infant/Toddler, Family Child Care Credentials, and
NAEYC’S Early Childhood Associate Degree Program Accreditation project. She is the co-
author, with Virginia Albertalli, of An Introduction to Learning and Teaching: Infants through
Sixth Grade, and the author of the Observation and Assessment Professional Enhancement text.
This text is dedicated to the busy hands, open minds, and caring hearts of all who
work with young children. You bear the worthy name: Teacher. I welcome your commu-
nication by email at barnil246@gmail.com
Chapter 1
Getting Started
Standards Addressed
in This Chapter
6b Knowing about and upholding ethical standards and other
early childhood professional guidelines.
NAEYC Program Standards (2014)
© Cengage Learning 2015

NAEYC Standards for Early Childhood Profession Preparation 4.A.01a Programs conduct assessments as an integral
(2011) part of the program. Programs use assessments to support
children’s learning, using a variety of methods such as
1a Knowing and understanding young children’s characteristics
observations, checklists, rating scales, and individually
and needs from birth through age 8.
administered tests.
3a Understanding the goals, benefits, and uses of
assessment—including its use in development of appropriate
goals, curriculum, and teaching strategies for young children.
3b Knowing about and using observation, documentation, and
NAEYC Developmentally Appropriate Practice Guidelines
other appropriate assessment tools and approaches, including
(2009)
the use of technology in documentation, assessment and data
collection. 4A Assessment of young children’s progress and achievements
is ongoing, strategic, and purposeful.
3c Understanding and practicing responsible assessment to
promote positive outcomes for each child, including the use of 4C There is a system in place to collect, make sense of, and
assistive technology for children with disabilities. use the assessment information to guide what goes on in the
classroom (formative assessment).
3d Knowing about assessment partnerships with families
and with professional colleagues to build effective learning
environments.
● Learning Objectives ●
After reading this chapter, you should be able to: 1-4 Justify using portfolios as an authentic assessment
1-1 Name at least 10 reasons why teachers should observe strategy for documenting young children’s development.
their students. 1-5 Describe how this book will help you develop a
1-2 Identify why it is important to write down (document) comprehensive portfolio.
observations.
1-3 Discuss why it is useful to use different methods to
observe and what role you play as an observer.
The word observe brings to mind the action of looking, seeing, and not participating, but
viewing the action as an outsider. In any context, observing is just the first step in deter-
ExErCiSE mining action. The first stage, taking in information, occurs
simultaneously with evaluation and selection of a course
Observe (or imagine): a clock; the inside of a refrigerator;
of action. The clock is observed, usually not to admire the
and a traffic light.
design but to determine the time. Looking inside a refrigera-
Exactly what do you see? What are your observations tor may indicate that a trip to the store is needed or that the
telling you? What will you do as a result of what you source of a foul odor should be investigated. The traffic light
see? Write down what you see. Write down what it is a lovely shade of green, but its meaning is more important.
means to you. Write down decisions you might make That observation produces action: Go!
based on those observations. Write down a memory that Everything we see is not just observed but also
something that you see brings back to you. immediately interpreted for meaning. A decision is made
either to do nothing or to act. The observation may be so
insignificant that it is sensed but not acted on. Later it might
prove to be important, like that traffic light that was green, but the car in the cross street
came through the intersection anyway. When filling out the accident report, those details
are important. Our senses take in information that is connected with prior experiences,
triggering knowledge and emotions. The teacher observes for many different reasons.
1-1 Why Observe?

When a teacher observes a child, information is collected and could be measured
against a whole body of knowledge about child development in general and that child
in particular (Figure 1–1). Information is then used to
make decisions about the next actions. Someone has esti-
Accoun
Te
Se hing
mated that a teacher makes thousands of decisions in a

ac
lf-R
day. Each decision is based on observations evaluated

lth
Co
efl Meth
mm
a
tability
for meaning and the most appropriate responses. This

ec
He
Safety
un
tio ods
ica observe-decide-act sequence is repeated over and over

al
ti
no
th on w
ysi
eF again throughout the day. Let’s observe a child painting at

nce
f
am ith
Ph
ily s s ista the easel in Photo 1–1.

A
Interests
Referral Why Discover
Evaluat
ion Observe? Learn
ing St
1-1a Safety
Teach yle
ent ing St s and The most important reason for watching children is to
ssm r
Asse res
s Cu
rric
ategie
s keep them safe. Seeing a potentially dangerous situation
P rog ulu
e
m and rushing to prevent an injury is the most basic exam-

Ext ning
re
nc
ation
hild
Pla
Lea
asu
da
e nn ple of observe-decide-act. A child waiting to paint may be

end
ing
ui
M
r
the C
G
observed trying to wrestle the brush away from the painter.

i
mun
Ch
With angry looks and harsh words, she is trying to gain

ildr
with
Com
control of the painting area. The teacher rushes over and

en ’s
intervenes before the painter is knocked aside or a brush is

FiGure 1–1 Why Observe? poked into someone’s eye.
Getting Started 3
1-1b Physical Health

Recognizing the signs of sickness or disease is another
reason to observe, decide, and act. This also can pro-
tect the physical health of others. The teacher may
notice a few small red spots behind the painter’s ear.
She casually pats the child’s arm and feels bumps
beneath the skin. These observations, along with the
knowledge that the child’s sister had chicken pox two
weeks ago, prompt the teacher’s decision to isolate the
child and call the child’s family to take the child home.
For chicken pox, of course, it’s already too late. Every-
one’s been exposed! Figure 1–2 shows artwork that
the child painted on his return to school after having
chicken pox.
1-1c Know the Child

The adult observes the child to discover interests. Watch-
ing a child choose a play area and talking with the child
about the play is a friendly and affirming thing to do. It
also is another way of building bridges from interests to
planning, from home to school, and a way of making the
curriculum relevant. Watching a child reveals personal-
ity and learning styles and could give clues to teaching
strategies. By observing the painter, learning styles are
indicated that will work better for him—maybe verbal
directions, being shown, or trial and error. Reflective
observation of the student’s learning process leads the
teacher to adapt teaching strategies to the child’s styles
and needs.
PhOTO 1–1 Common activities yield knowledge
1-1d Assistance of the child.
Adults help children with tasks that are too hard for
them. Observation may indicate that help is needed.
A child is observed preparing to paint at the easel. The teacher sees that the paper sup-
ply is gone. He gets more from the cupboard and shows the child how to attach the
sheets with the big clips and where to hang the painting to dry. A diaper needs to be
changed, a shoe needs to be tied, a spill needs to be wiped up, all needing responsive
actions.
1-1e Curriculum Planning to Extend Learning

Teaching is building bridges, making connections between new information and
old based on topics that are relevant and of interest to the group. The teacher plans
related experiences and learning opportunities (the methods of learning, pedagogy)
to help children explore and construct meaning of the content, subject matter, or
skill. A knowledge of child development research with indicators of normal devel-
opment for a certain age helps the teacher intentionally plan learning opportunities
for the group as well as for the individual child based on assessments. The group
has enjoyed and mastered easel painting, so the teacher plans that next week he will
introduce watercolors, demonstrating the technique of washing the brush between
colors, knowing that children of this age have gained enough small muscle control to
accomplish this task.
Another random document with
no related content on Scribd:
malheureuse. Personne n’ignore que l’hétaïre a des nausées, que
l’épouse, souvent, de s’être mariée, se mord les doigts, que la célibataire,
morte-vivante, aspire à l’anéantissement libérateur.
Toutefois, il faut reconnaître, que, si la femme est malheureuse,
l’homme ne trouve guère, lui non plus, le bonheur sur la terre où, chacun
étant comme muré, il est impossible à l’être humain de satisfaire le plus
impérieux de ses instincts, celui de la sociabilité.
Avant que Guy de Maupassant n’ait jeté ce cri désespéré: «L’être
moral de chacun de nous, reste éternellement seul par la vie!» Flaubert
avait constaté qu’on ne se rencontre qu’en se heurtant et que chacun
portant dans ses mains ses entrailles déchirées «accuse l’autre qui
ramasse les siennes!»
La souffrance morale qui nous enveloppe tous, résulte surtout de
malentendus. Elle pourrait être supprimée. Mais, quand les Français, qui
s’efforcent en tant de choses vaines, s’occuperont-ils de substituer dans
les relations humaines la franchise à l’hypocrisie, la liberté à la
compression, en changeant avec une législation anti-naturelle, des
mœurs qui oppriment les faibles, et empêchent les femmes instigatrices
de tout bien-être, d’édifier le bonheur dans la société?
La civilisation, ce grattage de la rugosité barbare qui a pour résultat la
mise à vif de l’épiderme moral, rend les rapports humains déjà difficiles.
Plus les êtres sont délicats et sensibles, plus ils ont besoin de
s’adapter au milieu social ne les meurtrissant pas, et de prévenir les
heurts individuels.
Or, après avoir élevé l’homme et la femme très différemment et armé
légalement, celui-ci contre celle-là, on les unit ou plutôt on les projette l’un
contre l’autre. Le choc est violent, la lutte est courte. D’un tour de main
l’homme terrasse la femme et lui dit: «Maintenant, obéis!»
Les individus les plus ignares, en venant de se marier, sont «de
mauvaises bêtes dressées à terroriser les autres»; dressées non par
l’éducation, par la loi qui leur dit: «Tu es tout, la femme n’est rien. Elle a le
devoir de t’obéir comme à un maître, tu as le droit de la tuer comme un
chien!»
Comment veut-on, que le mari ainsi stylé ait de bons procédés envers
sa compagne! Ne serait-ce pas bien plus naturel que la loi dise à
l’homme: «Ton épouse et toi, vous êtes devant moi, égaux. Votre devoir
est de vous aimer, mutuellement, beaucoup et de vous rendre heureux le
plus possible».
Le mariage est un coupe-gorge où très légalement l’homme dépouille
sa femme de son argent et de sa part de bonheur.
Pour que la loi soit équitable et impartiale pour toute l’espèce humaine,
il faut qu’elle soit faite par toute l’espèce humaine, par la femme comme
par l’homme; alors, au lieu d’être impitoyable elle aura la douceur des
lisières dont les mères se servent pour prévenir les faux pas des enfants.
XXXII
Le vote des femmes à l’étranger
Amérique du Nord (105.000.000 habitants, 44.639.189 femmes).

Depuis 1869, les femmes jouissent de leurs droits politiques dans
l’Etat de Wyoming. «Relativement au suffrage féminin, dit un gouverneur
de cet Etat, une once d’expérience vaut une tonne de conjectures. Or
l’application par notre constitution de notre système de suffrage égal
accordé aux deux sexes est un succès incontestable. Sous l’empire de
cette disposition, nous avons de meilleures lois, de meilleurs magistrats,
de meilleures institutions et le niveau de notre condition sociale est plus
élevé que partout ailleurs.
«Aucun des maux que l’on nous annonçait, tels que la perte de la
délicatesse féminine et le trouble de nos relations domestiques ne s’est
montré».
Dans l’Utah les femmes ont leurs droits politiques. Comme elles les
ont dans le Colorado depuis 1893. Dans l’Idaho depuis 1911. Le
gouverneur de l’Idaho écrit: «Politiquement, l’effet du suffrage des femmes
a été considérable, relevant et profitable. L’administration des affaires
gouvernementales a été confiée à des mains plus honnêtes et les affaires
de la République en ont bénéficié».
Dans l’Etat de Washington en 1911. Arizona, Kansas, New-York,
Michigan, Orégon 1911-1912. La Californie 1912. L’Illinois, le Territoire de
l’Alaska 1913, les femmes ont leurs droits politiques.
En 1916, l’Etat de Montana a élu une femme comme députée au
Congrès. C’est la première femme siégeant au Parlement.
12 janvier 1918, adoption du nouvel article de la Constitution qui
accorde le droit de vote aux femmes.
1920. Cet article est adopté par les Etats dont la majorité des trois
quarts était nécessaire pour rendre la mesure applicable à tout le pays.
Canada
En 1916, l’Etat de Manitoba donna le suffrage universel et l’éligibilité
aux femmes par un vote unanime de son Parlement de province, ce qui
leur donna des droits également dans le Parlement de tout le Canada, à
Montréal.
En 1919, la Chambre des communes d’Ottawa a accordé aux femmes
le droit de voter et de siéger au Parlement.
Amérique du Sud
République de l’Equateur, 1.272.000 habitants. Depuis 1861, les
femmes jouissent de leurs droits politiques.
République de Costa-Rica, 400.000 habitants. Les femmes jouissent
de leurs droits civils.
Asie
Inde (315.156.000 habitants, 119.393.851 femmes).
Diverses provinces des Indes ont accordé le droit de suffrage politique

aux Femmes.
Canton (Chine) (900.000 habitants).
Dans la province de Canton, les Femmes ont le droit de suffrage
politique.
Europe
Angleterre (41.074.090 habitants).
Comme en France avant 1789, en Angleterre avant 1832, des

catégories de femmes avaient le droit de vote.
Le terme usité dans la législation anglaise désignait comme devant
voter «les personnes».
Le statut de 1832 fit ajouter au mot «personnes» l’adjectif mâles.
L’agitation en faveur du libre échange favorisa le mouvement féministe
en Angleterre et fit comprendre aux femmes, combien la politique avait de
répercussion dans leur vie.
Stuart Mill, premier défenseur du vote des femmes en Angleterre,
comprit l’immense portée du mal que se fait la société en frappant les
femmes d’exclusion politique.
En 1865, dans sa profession de foi, Stuart Mill réclama pour les
femmes le droit d’être représentées au Parlement. Elu représentant de
Westminster à la Chambre des Communes, il présenta en 1865 la
première pétition des femmes couverte de 1499 signatures. En 1868,
Stuart Mill ne fut pas réélu.
La chambre des communes avait remplacé «personnes mâles» par
«Man» «homme» pris dans le sens «d’individu».
5.347 femmes se firent inscrire sur les listes électorales de
Manchester. Leur cause fut soutenue par D. Pankhurst. Les juges leur
donnèrent tort.
Joseph Bright fit obtenir par un projet de loi le suffrage municipal aux
femmes en 1869.
Les femmes votaient encore dans 78 agglomérations, non érigées en
municipe, où chaque contribuable vote.
En 1870, Joseph Bright présenta un bill pour l’affranchissement
politique des femmes. En 1871-1872-1873 Jacob Bright présenta son bill
pour le suffrage parlementaire des femmes, qui fut repoussé par des
majorités variant de 67 à 79 voix.
En 1876-1877-1879, M. Forsyth fit à la chambre des communes, des
propositions en faveur du vote des femmes, sans résultats.
C’est avec une ardeur infatigable que tous les ans fut défendue au
Parlement la cause des femmes.
En 1888, les femmes Anglaises obtinrent l’électorat aux Conseils de
Comté (analogues à nos Conseils généraux).
En 1907, les femmes devinrent éligibles aux County Councils, comme
conseillères, alderman, présidentes ou maires.
Ces efforts de propagande au Parlement ont formé des générations de
féministes anglaises qui ont réussi à placer la question du vote
parlementaire, au premier plan des préoccupations nationales.
Un groupe, le Women Social and Political Union a recouru à l’action
directe. Sous le nom de suffragettes, ses membres ont fait entrer le conflit
dans une période aiguë.
Les socialistes anglais sont divisés sur la question du suffrage des
femmes. Keir Hardie est le leader des suffragettes.
En février 1908, proposition de M. Stanger à la chambre des
communes, en faveur du vote des femmes. Il combat éloquemment les
objections faites.
En 1914, les obligations de la Grande guerre ayant fait voter la
Conscription, obligea les femmes à remplacer les hommes dans leurs
divers métiers ou fonctions: «Leur effort, dit le premier ministre Lloyd
Georges, a permis de libérer plus d’hommes pour renforcer nos armées
que celles-ci n’en comportaient au début de la guerre.»
Le 14 novembre 1918, la chambre des lords a adopté, sans
discussion, le projet de loi permettant aux femmes contribuables à partir
de l’âge de 30 ans, de siéger à la Chambre des Communes.
La Chambre des Communes avait voté sans discussion ce projet qui
accordait le droit de vote à six millions de femmes, parce que les femmes
avaient prouvé par leur conduite pendant la guerre qu’elles étaient dignes
de voter et de légiférer.
Finlande (3.329.146 habitants).
En Finlande depuis 1906 les femmes jouissent de leurs droits
politiques.
En 1907, 19 finlandaises ont été élues députées à la Diète. En 1908,
25 finlandaises furent élues à la Diète. En 1909, 21 femmes furent élues à
la Diète qui compte 200 députés.
En Finlande, depuis que les femmes sont membres du Parlement, la
police des mœurs a été supprimée. La situation des ouvrières a été
améliorée et relevée. Toutes les carrières sont ouvertes aux femmes, et
quand elles perpétuent l’espèce, des garanties leur sont données par
l’assurance d’accouchement et l’assurance en cas de maladie.
Les femmes firent diminuer l’alcoolisme. L’ivrognerie était en Finlande
un vice national. Les femmes, par leur influence dans les assemblées
locales firent dès 1896 prohiber la vente de l’alcool dans les campagnes
et dans les villes et restreindre cette vente aux seuls établissements qui
débitent des aliments chauds.
Quand les femmes entrèrent à la Diète, elles firent voter, que la
fabrication et la vente de l’alcool, autorisée seulement dans un but
médical, industriel ou scientifique, constituerait un monopole pour l’Etat et
serait rigoureusement interdit aux particuliers pour la consommation
publique.
Les protestations des producteurs n’ont pas empêché d’appliquer ce
remède énergique qui a fait disparaître à peu près l’alcoolisme.
Danemark (3.289.195 habitants).
En 1908, les droits municipaux ont été accordés aux femmes. En
1915, elles ont obtenu les droits politiques pour les femmes âgées de plus
de 25 ans.
Tchéco-Slovaquie (13.914.336 habitants).
Les femmes ont le droit de vote et d’éligibilité à la Diète depuis 1920.
Islande (85.183 habitants, 44.078 femmes).
Les femmes ont les droits politiques.
Irlande (4.390.219 habitants, 2.198.171 femmes).
La Constitution Républicaine a accordé le droit de vote politique aux
femmes et l’éligibilité.
Ile de Man (52.000 habitants, 28.000 femmes).
Petite île Anglaise de la mer d’Irlande. Les femmes jouissent de leurs
droits politiques depuis 1881. La grandeur de l’île est de 2.781.000
kilomètres carrés.
France (41.475.523 habitants).
En 1900, les femmes peuvent ester en justice et servir de témoins.
En 1907, les femmes ont obtenu de rester maîtresses de leur salaire
par la loi du 13 juillet 1907. Les femmes ayant les conditions requises sont
électrices aux Conseils des prud’hommes.
En 1908, elles sont éligibles à ce même Conseil.
1917, le 22 février, les femmes sont admises aux fonctions de tutrices,
avec l’autorisation de leur mari, si elles sont mariées. Le mari sera co-
tuteur de sa femme et responsable solidairement avec elle.
La femme peut être membre d’un Conseil de famille. La femme mariée
ne pourra siéger dans le même Conseil que son mari.
République de Tavolera
Côté Nord-Ouest de la Sardaigne à l’entrée du golfe de Terranova,

baignée par la mer Tyrrhénienne, peuplée de quelques centaines
d’habitants. Les femmes jouissent du droit électoral comme les hommes.
Russie (182.000.000 habitants).
La République des Soviets proclamée en 1916 accorde le droit de vote
et d’éligibilité aux Russes des deux sexes ayant atteint l’âge de vingt ans.
Allemagne (55.000.000 habitants).
Les Allemands, après leur défaite écrasante de 1918 et la fuite de
Guillaume II en Hollande, élurent un Directoire pour préparer l’élection
d’une Assemblée Nationale qui serait chargée de faire la Constitution. La
loi électorale donne les droits politiques à tous les Allemands des deux
sexes au-dessus de vingt ans. L’éligibilité au-dessus de 25 ans.
Autriche (6.067.430 habitants).
En 1919, un décret confère le droit de vote à tous les citoyens
hommes et femmes ayant vingt-quatre ans, ainsi que l’éligibilité.
Hongrie (15.541.000 habitants).
31 août 1919. Décret conférant le droit de vote à tous les hommes et
femmes ayant 24 ans et l’éligibilité.
Jusqu’à cette date les femmes de la caste des grands propriétaires
avaient le droit de vote en Autriche-Hongrie, mais elles ne pouvaient
l’exercer que par procuration.
Hollande (6.279.000 habitants).
Novembre 1916. La Chambre des députés adopte un article décrétant
l’éligibilité des femmes aux Etats-généraux. Avril 1921. Le vote obligatoire
municipal.
Luxembourg (263.800 habitants, 133.310 femmes).
Depuis 1919, les hommes et les femmes ont les droits politiques
lorsqu’ils sont âgés d’au moins 21 ans.
Belgique (7.555.596 habitants, 3.835.837 femmes).
1919. Le droit de vote est accordé aux femmes de soldats tués au
front ou de civils victimes de l’ennemi, ou à leur défaut, aux mères, pour
l’élection de la Constituante chargée de réviser la Constitution. Le suffrage
direct a été également accordé aux femmes condamnées ou
emprisonnées par les Allemands pour faits patriotiques.
1920. Le droit de vote communal est accordé aux femmes. Il est
obligatoire.
1921 (2 août). Les femmes peuvent exercer les fonctions de
Bourgmestre, d’échevin, de receveur ou de secrétaire communal.
Territoire de Wilna (732.000 habitants).
1922 (8 janvier). Les habitants, sans distinction de sexe, qui habitent le
pays depuis trois ans, ont reçu les droits politiques.
Roumanie (17.393.149 habitants, 8.631.057 femmes).
1921 (2 juillet). Une loi établit le suffrage obligatoire des femmes aux
élections municipales.
Ukraine (46.000.000 habitants).
Les Femmes ont les droits politiques.
Norvège (2.240.000 habitants, 1.236.109 femmes).
Les Norvégiennes ont depuis 1909 le droit de vote et l’éligibilité
parlementaire, à base censitaire.
Le 12 juin 1913, le Storting a voté un projet de loi, accordant aux
femmes le droit de vote pour les élections générales aux mêmes
conditions qu’aux hommes.
En 1917, les femmes purent être nommées ministres.
Suède (5.222.000 habitants, 2.964.645 femmes).
En 1916. Le suffrage parlementaire est accordé aux femmes dans les
mêmes conditions qu’aux hommes.
Nation Polonaise (30.000.000 habitants).
1921. Les femmes ont le vote et l’éligibilité dans la Constitution
nouvelle, à partir de 21 ans, au Sénat à 30 ans.
Lithuanie (4.651.000 habitants).
1918. Les femmes ont le droit de vote et l’éligibilité dans la Constitution
nouvelle, à partir de 24 ans.
Esthonie (1.750.000 habitants).
Les femmes, dans la nouvelle Constitution ont le droit de vote, à partir
de 24 ans et l’éligibilité.
Lettonie (2.500.000 habitants).
Les femmes ont les Droits politiques.
Océanie
Nouvelle-Zélande (1.099.449 habitants, 547.974 femmes).
Les femmes ont les droits politiques depuis 1895.
Le vote des femmes a eu pour effet d’augmenter l’activité politique et
d’empêcher les hommes de s’abstenir d’exercer leurs droits électoraux.
Australie (4.400.000 habitants, 2.147.790 femmes).
Depuis 1899 les femmes jouissent de leurs droits politiques.
En Australie les droits politiques exercés par les femmes ont eu une
influence considérable sur la moralité des élus. Les partis ont dû
abandonner les candidats de moralité insuffisante, pour les électrices.
Partout le bien individuel et public profite de la coopération politique de
l’homme et de la femme.
Les hommes et les femmes étant solidaires doivent en collaboration
diriger la société.
Dans les pays où les femmes votent, en effet, de quoi se plaint-on?
Est-ce des opinions contradictoires existant entre électeurs et électrices?
Non!
En même temps que l’on se loue de la moralisation politique due à
l’élément féminin, on se plaint de la trop grande communion d’idées entre
conjoints. On dit que les deux époux en votant de même ne font que se
doubler, ne font qu’augmenter l’autorité de leur parti.
Les femmes votent comme leurs maris, ou les maris comme leurs
femmes. La communauté des intérêts réalise l’entente politique. Or,
qu’est-ce qui serait actuellement plus désirable en France que l’entente
politique?
Il est d’ailleurs un nombre considérable de femmes, les célibataires et
les veuves, que l’on ne peut redouter de voir briguer la candidature en
même temps que leur mari, attendu qu’elles n’en ont point.
NOTES
[1] Le mot Féministe—adhérent du Féminisme, qui est une

doctrine qui fait la femme l’égale de l’homme et lui accorde les
mêmes droits—est ici par anticipation, car il ne fut employé par
Hubertine Auclert qu’en 1882 dans une lettre au préfet de la Seine.
Voir le Vote des femmes, page 64.
[2] Le Droit politique des femmes, 1 brochure.
[3]Egalité sociale et politique de la femme et de l’homme, 1
brochure.
[4]La loi de la recherche de la paternité de 1912, exige une
preuve écrite.
[5]La loi de 1907 (13 juillet) qui attribue à la femme la possession
de son salaire, y met la restriction, qu’en cas d’abus par la femme des
pouvoirs qui lui sont conférés par l’article 1 dans l’intérêt du ménage,
le mari pourra en faire prononcer le retrait, soit en tout, soit en partie.
[6] Ecrit en 1880. Depuis 1893 plusieurs Etats ont donné aux
femmes le droit de vote politique. En 1920, l’article de la Constitution
qui accorde le droit de vote aux femmes de l’Amérique a été voté.
[7] Volume Lamarre, 4, rue Antoine Dubois.
[8]Mesdames Elisabeth Renaud dans l’Isère, Marguerite Durand
dans le 9e arrondissement, Madeleine Pelletier le 8e, de Maguerie le
6e, Caroline Kauffmann Arria Ly à Toulouse.
Par la loi de 1917, la femme peut être tutrice et faire partie des
[9]
conseils de famille.
[10]Depuis 1901, la femme peut témoigner en justice et servir de
témoin.
[11] Mort en janvier 1914.
[12]Ecrit avant 1914. En 1919, 7 octobre. La Chambre a voté une
proposition de loi instaurant le vote et l’éligibilité des Femmes par 340
voix contre 95.
[13] Se rappeler que ce livre a été écrit avant la grande guerre.
[14] Écrit avant 1914.
[15] Les femmes peuvent ester en justice par la loi de 1900.
[16] Ecrit avant la grande guerre.
[17]La loi nouvelle portera que: «La femme française qui épouse
un étranger conserve sa nationalité, à moins qu’elle ne déclare
expressément dans l’acte de mariage, vouloir acquérir la nationalité
de son mari.»
[18] En 1879.
[19] En 1904.
1919. Loi des 8 heures de travail par jour. 2 août 1919 dans la
[20]
Marine marchande. 24 juin 1919. Loi réduisant les 8 heures pour les
Mineurs.
[21]Projet de loi tendant à modifier l’article 30 de la loi du 27 juin
1914, pour l’Admission des femmes aux emplois de sous-inspectrices
départementales de l’Assistance publique.
[22] En 1920, Jules Guesde a déposé à la Chambre une loi
tendant à faire proclamer l’égalité civile et politique entre tous les
français.
[23] Leur chef a depuis reconnu son erreur et a fait une campagne
patriotique ardente; ses adeptes, éclairés eux aussi, sont morts en
héros sur nos champs de bataille.
TABLE DES MATIERES
Pages.
Au lecteur. I
Hubertine Auclert. 1
I.—La Réforme électorale. 93
II.—Le vote et l’éligibilité pour les femmes. 105
III.—Enquête sur la représentation des femmes
au Parlement. 123
IV.—Pétition réclamant la représentation intégrale
de la nation. 145
V.—Les réformateurs de la loi électorale. Premier
contact avec la Commission de la réforme
électorale. 158
VI.— L’annulement politique des femmes est un
obstacle au progrès. 180
VII.—La cherté de la vie est due à l’exclusion des
femmes de l’administration des affaires
publiques. 204
VIII.—Les intérêts de la France mis en péril par les
hommes. 213
IX.— La France menacée par ses multiples
cabarets. 218
X.—Psychologie féminine. 226
XI.— Le rôle des femmes et leur devoir dans la
société. 232
XII.—Les femmes sont moins en France que les
roulures de Bagne. 242
XIII.—La femme en France est moins que
l’étranger. 248
XIV.—Sentiments et systèmes. L’âge et le sexe. 261
XV.—La besogne ménagère. Travail domestique 272
rétribué.
XVI.—Les Mères doivent voter. 296
XVII. La fonction maternelle rétribuée.
— 306
XVIII. L’enfant doit-il porter le nom de la mère?
— Matriarcat. 311
XIX.—Les Mères et la dépopulation. 317
XX.—La femme en état de légitime défense. 323
XXI.—Pour les primitifs l’enfant est une valeur.
Pour les civilisés l’enfant est une charge. 327
XXII. Les mères plus mal traitées que les animaux
— reproducteurs. 330
XXIII. La société n’assure pas l’existence de sa
— perpétuatrice. 333
XXIV. Les risques de la maternité.
— 337
XXV. L’enfant source de profits pour l’homme.
— 342
XXVI. L’abandon de l’enfant.
— 346
XXVII. Rétablissons l’armoire tournante. Le tour
— discret. 352
XXVIII. Le Socialisme n’aurait pas pour résultat
— l’affranchissement de la femme. 359
XXIX. La République personnifiée par la femme.
— 365
XXX. La Patrie et les Femmes.
— 368
XXXI. Le désarmement des hommes amènera le
— désarmement des peuples. 373
XXXII. Le vote des Femmes à l’étranger.
— 387
Au lecteur
Cette version numérisée reproduit dans son intégralité la

version originale. Les erreurs manifestes de typographie ont été
corrigées.
La couverture est illustrée par une peinture de Jean Béraud.
Elle appartient au domaine public.
Saint-Amand (Cher).—Imprimerie Bussière.

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(eBook PDF) Week by Week: Plans for

Documenting Children's Development

5-3 The Importance of Play in Social Self-Assertion 132

6 Using Frequency Counts to Look at Emotional Development 141

7 Using Conversations to Listen to Language and Speech 171

8 Using Time Samples to Look at Attention Span 201

9 Using Standardized Measurements to Look at Cognitive Development 235

Earth and Space Science 258 Equity and Access 264

10 Using Rating Scales to Look at Literacy 272

11 Using Work Samples to Look at Creativity 305

12 Using Technology for Documentation of Dramatic Play 338

Using Documentation for Child Abuse Suspicions and Looking

Older Preschoolers 382 Emotional 392

14 Using Program Assessments to Look at Children in Groups 399

Infants (Birth to 18 Months) 418 Physical 426

Using the Portfolio for Communications with Families and Looking

Documentation 458 Teaching Logical Consequences 464

How This Book Came to be Written

New to This Edition

It Happened to Me. Vignettes of my classroom experiences are scattered through-

Emphasis on Using Technology for Observation. Almost everyone has a cell

Instructor and Student Supplements

Remember & Know

Online Instructor’s Manual with Test Bank

PowerPoint Lecture Slides

Majory Ayala, Kennedy-King College

About the Author

NAEYC Program Standards (2014)

© Cengage Learning 2015

1-1 Why Observe?

mated that a teacher makes thousands of decisions in a

day. Each decision is based on observations evaluated

for meaning and the most appropriate responses. This

ica observe-decide-act sequence is repeated over and over

eF again throughout the day. Let’s observe a child painting at

ily s s ista the easel in Photo 1–1.

m and rushing to prevent an injury is the most basic exam-

e nn ple of observe-decide-act. A child waiting to paint may be

observed trying to wrestle the brush away from the painter.

With angry looks and harsh words, she is trying to gain

control of the painting area. The teacher rushes over and

intervenes before the painter is knocked aside or a brush is

1-1b Physical Health

1-1c Know the Child

1-1e Curriculum Planning to Extend Learning

Amérique du Nord (105.000.000 habitants, 44.639.189 femmes).

Diverses provinces des Indes ont accordé le droit de suffrage politique

Comme en France avant 1789, en Angleterre avant 1832, des

Côté Nord-Ouest de la Sardaigne à l’entrée du golfe de Terranova,

[1] Le mot Féministe—adhérent du Féminisme, qui est une

Cette version numérisée reproduit dans son intégralité la

Saint-Amand (Cher).—Imprimerie Bussière.

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